Teaching and learning in uncertain times: thinking with multiple crises

Abstract

The paper highlights the importance of recognizing the knowledge and agency of young people in creating climate justice public pedagogies and drawing connection to teacher education. Young people are co-creating climate justice public pedagogies by enacting ‘justice oriented pedagogical processes’ which involve complex, everyday modes of intergenerational learning, variously converging with and diverging from classroom learning. Despite being told they would learn more in school, young people demonstrated their capacity to mobilise intergenerational crowds in disruptive acts of solidarity to demand climate justice and a say in the creation of their future. The authors continue to question what education might need to look, sound, and feel like as (current and future) pandemics unfold, to best educate and serve the needs of future students.